• Journal of The Korean Association of Information Education
• /
• v.22 no.1
• /
• pp.123-130
• /
• 2018

The purpose of this study is to investigate the process in which children center students are interested in SW education through the change of perception of SW education. Since the students in the regional Community Child Center are different in grade and age, they have suggested curriculum and teaching-learning process for each level. As a result, the students' attitude and satisfaction with SW education increased and it was found that the education program for the underprivileged is desperately needed.

• Journal of The Korean Association of Information Education
• /
• v.21 no.6
• /
• pp.711-721
• /
• 2017

As the importance of SW education increases, the necessity of SW gifted education is being required that early discovery of talented children in SW fields. In 2016, thirty SW gifted classes were set up for elementary and secondary school students and SW gifted education began. However, SW gifted education could not be carried out with consistency in detail because each class had different conditions such as selection methods of gifted students, curriculum and environment. Therefore, it is necessary to analyze the situation of SW gifted classes in order to decrease the gap of the SW gifted class. In this research, all the SW gifted classes were investigated in the view of the curriculum, environment, student selection and contents through reviewing the installation-performance reports and on-site visits of all classes. Also, limitations and problems of the SW gifted classes were described and improvement methods were discussed.

• Journal of The Korean Association of Information Education
• /
• v.24 no.1
• /
• pp.87-98
• /
• 2020

Globally SW education is becoming increasingly important, and the government is preparing for this trend as a mandatory implementation of SW education in the 2015 revised curriculum. However, because the 17 hours of annual education offered in the course of Practical Arts cannot have great educational effects, this study attempted to develop a robot-based SW education program related to other regular subjects. Also in order to verify the effects of the program related to future competencies, problem solving ability and communication ability were selected as key factors. The paired t-test was conducted to examine whether there was a significant difference between pretest and posttest results. As a result, it was verified that the subject-related SW education program using robots was effective in improving students' problem-solving ability and communication ability. In addition, after the program was completed a survey was conducted, and it was possible to confirm that students could have positive perception on SW education.

• Journal of The Korean Association of Information Education
• /
• v.20 no.1
• /
• pp.83-92
• /
• 2016

In accordance with the 2015 Revised Practical Curriculum, software education for elementary school students will focus on making software and not using software. Therefore, we must revise the computer education curriculum at national universities of education to include classes on programming. In this study, I surveyed computer education students to learn more about their programming experience as well as their understanding of and necessity for software education. Based on results of the survey, I found that students had a strong understanding of software education and that they recognized its importance; however, students who had not experience related to programming education had a weak the understanding and necessity for software developing education. I suggested that software-related courses should open as a major subjects at the universities.

• Journal of Internet of Things and Convergence
• /
• v.8 no.6
• /
• pp.21-26
• /
• 2022

This study aims to enhance the cultivation of SW·AI basic competencies of middle school students by forming and distributing SW·AI education programs for middle school students who form the basis of their lives. In addition, by planning SW·AI education programs in connection with the regular curriculum, it is intended to serve as a cornerstone for the public education of SW·AI education that will be implemented from 2025. To this end, the concept of SW and AI in middle school was first defined and a plan to link software/artificial intelligence learning factors to the regular curriculum was proposed, and based on this, SW·AI education programs for middle school students were prepared. Based on literature research, the understanding of artificial intelligence technology, the value of data, and the use of artificial intelligence technology in real life were set as SW·AI education contents, and educational programs were organized by linking them with the current middle school curriculum. All SW·AI education was organized in the form of practice rather than theory so that classes could be conducted centered on participants, and the purpose of the course was to cultivate the ability to use artificial intelligence technology in real life based on understanding artificial intelligence technology.

• Journal of Internet of Things and Convergence
• /
• v.8 no.6
• /
• pp.93-97
• /
• 2022

The purpose of this study is to suggest implications for early childhood SW·AI education considering the characteristics of early childhood education through a survey on SW·AI education in kindergartens. For this study, data were collected from 194 kindergartens through convenience sampling. The data was analyzed using frequency distribution, and it was found that 44% of kindergartens are conducting SW·AI education. 22% are conducting SW·AI education in the form of regular curriculum, and 70% are conducting SW·AI education in the form of special activities after school. SW·AI education was found to be conducted mainly by external instructors (97%) in the classroom (80%). For SW·AI education, block coding-based programs developed by companies such as Naver and the Clova were used, and all of these programs used programs and teaching aids in a package format, including teaching aids and materials developed by companies. 56% answered that they are not currently conducting SW/AI education, and lack of awareness on SW·AI education and lack of human/environmental infrastructure were the main factors. In order to realize SW·AI education considering the characteristics of early childhood education based on this survey, First, SW·AI education programs should be developed to develop play-centered computational thinking skills. Second, systematic teacher education at the national level should be conducted. Finally, the establishment of a department dedicated to early childhood SW·AI consisting of early childhood education experts and SW·AI education experts and financial support at the national level should be provided.

• Journal of The Korean Association of Information Education
• /
• v.25 no.6
• /
• pp.891-898
• /
• 2021

The purpose of this study is to analyze the curriculum of the University-affiliated Science Gifted Education Center from 2018 to 2020 to analyze the proportion of the information area in the total class and the contents of the class, thereby confirming the trend change in the information area. After analyzing the number of hours that information education occupies in the total number of class hours, information education was classified into three categories: computer use education, SW coding education, and SW convergence education, and the curriculum was analyzed in detail. The analysis results are summarized as follows. First, the proportion of information education in total education is gradually increasing compared to 2018. Second, the proportion of computer utilization education in information education is relatively decreasing, and SW coding education and SW convergence education are expanding. Considering that the field of information education has been expanded in various forms, more systematic information education will be provided to students in the future and its usefulness will increase rapidly.

• Proceedings of the Korean Society of Computer Information Conference
• /
• 2018.01a
• /
• pp.103-104
• /
• 2018

이 연구는 디지털 네트워크 세상으로 인한 새로운 학습이론인 커넥티비즘을 알아보고 SW 교육이 나가야할 방향을 알아보았다. 커넥티비즘에서 학습은 지식이나 정보를 연결하는 과정으로 정의하고 학습자가 기존에 알고 있는 지식을 바탕으로 새로운 지식을 끊임없이 연결하거나 단절시키는 과정이 반복된다고 말한다. 커넥티비즘에 따른 SW 교육의 새로운 방향을 제시하면, 1)SW 학습 목표는 지식의 연결과정으로 다양성과 가변성을 내포하여 설정하고, 2)현재 정보 교과서 개발 체재의 변화와, 3)협업과 네트워킹이 강조되는 도구를 활용한 SW 교육 활동을 지향하며, 4)교육 비용 절감을 위한 적시학습(just-in-time learning) 지향 및 5)SW 교육 목적에 합리적 의사결정을 통한 연결 지식 배양 역량을 추가하고, 6)문제 해결학습 보다는 문제발견학습을 중시하도록 설정해야 한다.

• Journal of The Korean Association of Information Education
• /
• v.22 no.1
• /
• pp.81-89
• /
• 2018

Because the success of SW education depends on teachers' competences and understanding, many universities of education are carrying out SW education for pre-service teachers. The purpose of this research is to analyze the current status of pre-service teachers' programming learning experiences and understanding of curriculum and educational effects related to SW education. The participants were 294 junior and senior students enrolled in a university of education. In relation to 'programming learning experiences', many responded positively in terms of interest, usefulness and willingness to learn. However, many were not satisfied with their programming experiences, felt difficulty in programming, and evaluated their programming abilities as low. For the 'understanding of SW education curriculum', many recognized the necessity of SW education and understood that the allocated time was insufficient. Both positive and negative opinions were reported concerning the fact that SW education is conducted in practical arts. In comparison, many did not understand well about the concept and characteristics of SW education and the details of the curriculum. In relation to the 'understanding of SW education effects', many understood positively about all the effects presented in the questionnaire including problem solving abilities and creativity. In addition, significant differences were found among pre-service teachers' major categories regarding the programming learning experiences and the understanding of SW education curriculum and effects. Based on the results of the research, suggestions were made for the improvement of the pre-service teachers' SW education program.

• Journal of Digital Contents Society
• /
• v.18 no.7
• /
• pp.1313-1321
• /
• 2017

In the future society where ICT-based digital convergence creates new value, collaborative skills among experts in various fields and SW based problem solving ability is more emphasized. Non-SW specialists are required to have SW based communication skills to effectively collaborate with SW experts to solve their problems. Therefore, SW programming curriculum for non-major college students should be different from the existing programming education for SW-majors aiming at a high level of coding ability. It is also known that diagram-based visual representation is helpful for productive communication and collaboration. In this study, we defined the SW education objectives for the non-majors as cultivating the visual programming ability for SW based problem solving. In order to accomplish this, we explored SW programming curriculum and content development model for non-majors focusing on visual representation of SW solutions. The results of this paper will help to provide appropriate SW learning model for non-majors and to cultivate practical SW capabilities.